Abstract Since the 1970s, Uruguay has experienced a progressive increase in university enrolment that led to a process of institutional and curricular differentiation within the country's only public university. Following the diversification and privatization trends that were influencing higher education systems internationally, in 1985 with the creation of the Catholic University. Moreover, the emergence of other three private universities consolidated a process of institutional diversification that was completed in the following two decades with the development of not only regional university centres within the public university, but also the Technological University, the second public university. In this context of very gradual internal differentiation, in a predominantly public university system hegemonized by the Universidad de la República, private university services were established outside Montevideo. To describe, analyse and conceptualize this process, the theoretical perspectives related to diversification processes are reviewed. Furthermore, statistical information, documentary analysis and qualified informants’ interviews are used as well as some dimensions of analysis on the regional diversification of private university education are explored. The research carried out allows us to conclude that university development in other regions of the country, outside the capital, has been a gradual process, that accompanies international trends but strongly influenced by national dynamics. In turn, it is mediated by political-academic assessments (the decision to advance in the interior, on the part of the public sector) and institutional expansion decisions at the regional level with restrictions due to and limitations of scale, market and profitability for the private sector.

Resumen Uruguay experimentó desde la década del setenta un progresivo incremento de la matrícula que condujo a un proceso de diferenciación institucional y curricular al interior de la Universidad de la República (UdelaR), la única universidad pública del país. Siguiendo las tendencias de diversificación y privatización que internacionalmente fueron incidiendo sobre los sistemas de educación superior, a partir de 1985, con el surgimiento de la Universidad Católica, y entre 1996 y 1998, con el surgimiento de otras tres universidades privadas, se consolida un proceso de diversificación institucional que se completó en las dos décadas siguientes con el surgimiento de centros universitarios regionales de la UdelaR y con el surgimiento de la Universidad Tecnológica (UTEC), la segunda universidad pública. En ese contexto de muy gradual diferenciación interna, en un sistema universitario predominantemente público hegemonizado por la Universidad de la República, tuvo lugar también la implantación de servicios universitarios privados fuera de Montevideo. En el artículo se busca describir, conceptualizar y analizar ese proceso, con apoyo de información estadística, análisis documental y entrevistas a informantes calificados. La investigación desarrollada permite concluir que el desarrollo universitario fuera de la capital ha sido un proceso gradual, que acompaña las tendencias internacionales pero con fuerte influencia de la dinámica nacional. A su vez, es mediado por valoraciones político-académicas (la decisión de avanzar en el interior, por parte del sector público) de decisiones de expansión institucional a nivel regional con restricciones debidas a las limitaciones de escala, mercado y rentabilidad para el sector privado.

Abstract This paper addresses the issue of the Latin American university reform and its current challenges. In order to do this, we review the reform movement in the first two decades of the 20th century with the aim of conceptualizing and characterizing university development in Latin America and establishing its chronology. Our central conjecture is that there is a close, non-mechanical relationship between the socio-political context and the university. The institution of the Latin American university closely followed the State’s expansion processes as well as the region’s industrialization and integration, all these mediated by the academic political culture of the middle classes and the university centers. Based on documentary analysis, bibliographic review and observation of some instances prior to the Regional Conference on Higher Education (CRES by its acronym in Spanish) 2018, we reach the conclusion that the region must build its own response, given the absence of a convergent strategic vision among the main actors.

Resumen Este trabajo tiene la finalidad de abordar la cuestión de la reforma universitaria latinoamericana y sus desafíos actuales. Para ello, se pasó revista al movimiento reformista en las dos primeras décadas del siglo XX con el objetivo de conceptualizar y caracterizar el desarrollo universitario y de establecer una cierta periodización de éste. La conjetura central es que existe una relación estrecha, no mecánica, entre contexto sociopolítico y universidad. La universidad latinoamericana siguió de cerca los procesos de expansión del Estado y de industrialización e integración de la región, con la mediación de la cultura política académica de las clases medias y de núcleos universitarios. Con base en análisis documental, revisión bibliográfica y observación de algunas instancias previas a la realización de la Conferencia Regional de Educación Superior (CRES 2018) se concluye que la región debe construir una respuesta propia, dada la ausencia de una visión estratégica convergente entre los actores principales.

O processo de internacionalização da Educação Superior (ES) apresenta cada vez mais centralidade na dinâmica de desenvolvimento desse setor e se expressa em diversas respostas por meio das quais os sistemas e as instituições tentam fazer frente aos desafios da globalização e da regionalização. Embora a internacionalização não se reduza ao fenômeno da mobilidade estudantil, esta tem sido uma das formas mais visíveis e impactantes. Esse artigo tem como objetivo descrever e interpretar tendências da mobilidade internacional de estudantes da ES e analisar essas tendências de mobilidade entre regiões globais e na sua relação com o Brasil. Para atingir o objetivo, fizemos revisão da literatura especializada, de documentos de políticas e institucionais, assim como bases de dados estatísticos internacionais. Ao discutir, o artigo justifica que os mecanismos de mobilidade criados são inconsistentes, resultando muitas vezes na transferência de recursos financeiros significativos dos países em desenvolvimento para os países desenvolvidos.

The process of internationalization of Higher Education (ES) is increasingly central to the development dynamics of this sector and is expressed in several responses through which systems and institutions try to meet the challenges of globalization and regionalization. Although internationalization is not limited to the phenomenon of student mobility, this has been one of the most visible and impactful forms. This article aims to describe and interpret trends in the international mobility of ES students and to analyze these mobility trends between global regions and their relationship with Brazil. To achieve this goal, we have reviewed the literature, policy and institutional documents, as well as international statistical databases. In discussing, the article justifies that the mechanisms of mobility created are inconsistent, often resulting in the transfer of significant financial resources from developing to developed countries.